Title Preparing Students for Writing Beyond School
Author Maria Grant, Diane Lapp, Marisol Thayre
ISBN 9781943920747
List price USD 24.95
Price outside India Available on Request
Original price
Binding Paperback
No of pages 278
Book size 184 X 254 mm
Publishing year 2019
Original publisher Learning Sciences International (Eurospan Group)
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
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What Happens in English Class Shouldn’t Stay There

There is an endless list of authentic tasks that students will need to engage with every day of their professional lives—from making a phone call to fellow experts and presenting to nonexperts, to reading technical instructions or reports and writing proposals or emailing inquiries. The ability to communicate many ideas to a variety of audiences with an ever-increasing range of tools is critical to any path students end up following, but the way schools engage with literacy skills leaves an enormous gap between what students are confident in, and what real life will expect from them.

Lapp, Grant, and Thayre want to eliminate this learning curve by expanding the narrow range of communication skills we empower students to become experts in. Using what you know about teaching language selection, tone, voice, audience, organization, and style, this guide will help you to broaden your students exposure and deepen their insights through:

  • Sample lessons
  • Rubrics and Notes
  • Tools and Activities
  • Professional Models
  • Dry-erase Reusable Outlines

Through a real-world lens, this guide is an engaging exploration of the most critical components of communication. It is the most effective way to transform your instruction into something that actually prepares students for writing beyond school.


Chapter 1: What Happens in English Class Shouldn’t Stay There • What Kind of Writing Do We Do Beyond High School? • Figure 1.1. Marisela’s Email—MedReady Text • Figure 1.2. Andrew’s Email. • How Might We Approach Writing? • Figure 1.3. Questions to Identify Areas of Need when Writing for Various Situations • How Does Teacher Reflection Propel Student Learning? • How DoYou Transfer Learning from the Classroom to the Workplace, College, and Beyond? • How Do Our Current Literacy Initiatives Fit into Literacy for School, Work, and Beyond?

Chapter 2: What’s The Purpose • The Different Types of Writing Purposes • Figure 2.1. 6 main writing purposes • Purpose in the Workplace • Figure 2.2. Sample police report • Creating Opportunities for Purpose-Rased Writing Using Real-World Models • Figure 2.3. Notice and wonder graphic organizer • Situating Purpose in the Writing Process • Sharpening Focus in the Classroom • Let’s Teach It: Using Model Texts for Purposeful Writing • Figure 2.4. CDC Features, 2018 • Figure 2.5. Op-Ed revision success criteria checklist • Figure 2.6. Purpose-driven writing rubric • Figure 2.7. Tracking purpose in a text • Next Steps • Figure 2.8. Purposeful writing feedback form • Addressing Purpose in the Elementary Classroom • Figure • 2.9. Graphic organizer: Characteristics of my favorite character • Figure 2.10. Opinion text sentence frames • Applying Ideas: A Lesson in Audience-Focused Research • Figure 2.11. Lesson plan • Figure • 2.12. Sample annotated bibliography • Figure 2.13. Stakeholder proposal planning sheet • Figure 2.14. Self-assessment rubric

Chapter 3: I’m Addressing You: Using Models to Teach Audience • Why Is It Important to Know Your Audience When Creating a Model? • Figure 3.1. Architect drawing • Figure 3.2. What to think about when addressing an audience • Figure 3.3. The Washington Postarticle for thinking aloud • Why Is It important to Analyze Models? • Figure 3.4. Checklist for text with presentation • Figure 3.5. Schemata for composing a text • Applying Ideas: A Lesson in Modeling How to Notice Elements of a Text So You Can Write Tool • Figure 3.6. Miss Sezane’s lesson plan to support modeling and thinking aloud • Figure 3.7. Miss Sezane’s plan for a think-aloud, as noted in her lesson plan: Think Aloud for Remarks to the Senate in Support of a Declaration of Conscience • Figure 3.8. Sentence frames to support the use of models • Figure 3.9. Student self-assessment rubric

Chapter 4: What’s the Best Way to Say it? • Why Is Language Important? • Figure 4.1. Questions to consider chart • Language Registers • Figure 4.2. How should I say it? • Language Varieties • Figure 4.3. Brenden’s letter to a potential client of a software company • Figure 4.4. Which elements of language variety do I need? • Figure 4.5. Which elements of language variety do I need? Chart completed by Brenden • How Can Students Learn About Language? • Figure 4.6. Mr. Brant’s notes for a medical school class • Figure 4.7. Interview analysis guide • Figure 4.8. Dissect a document • Figure 4.9. Ms. Makeda’s plan for the Shade Tree Project • Figure 4.10. Ms. Makeda’s dissected document • Figure 4.11. Literary devices • Next Comes Writing Practice • Figure 4.12. Sample RAFTs • Figure 4.13. Mary’s opinion letter to her mother- I want a gecko! • Applying Ideas: A Look at the Language Used by Workplace Writers • Figure 4.14. Sample lesson for language in the workplace • Figure 4.15. Interview with nurse, Mary Alexander, who works in an urban hospital that serves a diverse, high poverty community • Figure 4.16. Compare and contrast writing • Figure 4.17. Self-assessment rubric of the use of language in writing •

Chapter 5: Prove It: Why Evidence and Structure Matter • Selecting Evidence in the Workplace • Figure 5.1. The acronym OPQRST • Figure 5.2. Sample incident report • Figure 5.3. Purpose-driven writing rubric • Teaching How to Select Evidence Using Research Projects • Figure 5.4. Expert project • Figure 5.5. Interdisciplinary project map • Figure 5.6. Interdisciplinary project workflow • Figure 5.7. Planning your message for an audience • Determining Structure in the Workplace • Figure 5.8. Article talk organizer • Teaching Text Structures and Features • Figure 5.9. Text structure/feature graphic organizer • Figure 5.10. Common text structures and features • Next Steps • Figure 5.11. Planning for audience and purpose—Evidence • Applying Ideas: A Lesson in Text Features • Figure 5.12 Lesson plan • Figure 5.13 Sentence frames • Figure 5.14 Self-assessment rubric

Chapter 6: Writers Never Finish: Revision and Editing • Figure 6.1 Purpose-driven writing rubric • Using Revision and Editing in the Workplace • Teaching Revision and Editing: Modeling Audience and Purpose • Figure 6.2 Design a think aloud • Figure 6.3 Ms. Brown’s student sample • Figure 6.4 Ms. Brown’s student feedback • Revision and Editing in the Workplace: Audience, Purpose, and Personal Success Criteria • Figure 6.5 Example of personal success criteria • Types of Revision • Figure 6.6 Approaches to revision • Peer Editing: Leveraging Student Knowledge to Develop Writing and Career Skills • Applying Ideas: A Lesson in Feedback and Personal Success Criteria • Figure 6.7 Writing lab form • Figure 6.8 Lesson plan • Figure 6.9 Case study rubric • Figure 6.10 Student sample • Figure 6.11 Sample error analysis • Figure 6.12 Self-assessment rubric


About the Authors:

Dr. Maria Grant is a Professor in Secondary Education at California State University, Fullerton and a k-12 classroom teacher. She has authored numerous publications centered on science literacy, formative assessment, and reading, including books, blogs, briefs, and articles in Educational Leadership and the Journal of Adolescent and Adult Literacy. Dr. Grant teaches courses in the credential program at CSUF and supports pedagogy development for new teacher candidates. She is currently the Director of the Single Subject Credential Program and the Intern Program at CSUF. Additionally, she coaches teachers and teaches science courses at Health Science High and Middle College. Maria can be reached at mgrant@fullerton.edu. Follow her @mgrant62

Dr. Diane Lapp a Distinguished Professor at San Diego State University and an Instructional Coach at Health Sciences High and Middle College has taught elementary, middle and high school students. Author of numerous articles, columns, texts, handbooks and children’s materials on instruction, assessment, and literacy related issues, she is a member of both the California and the International Reading Halls of Fame. Diane can be reached at lapp@sdsu.edu. Follow her @Lappsdsu

Marisol Thayre is a Nationally Board Certified Teacher, author, and presenter. She currently teaches 11th and 12th grade at Health Sciences High and Middle College, an urban high school in San Diego, California.

Target Audience:

This book is useful for school instructors who want their students to become experts in communication skills.

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